Haley Elizabeth

[brookecharlie]

Standard Miscue Marks

(use for miscue analysis - analyze child’s reading from recording)

[haleyelizabeth218]

Cueing Systems

Graphophonic: "knowledge of letters and sounds" - deals with the relationships between sounds and words; more cues when more letters are given; not tied to meaning

1. grw      11. dlghtfl

2. knw      12. hnd

3. nd        13. crd

4. ws        14. rmn

5. whn      15. ths

6. ld          16. btwn

7. grdn      17. hncfrth

8. flwr        18. mst

9. t             19. knw

10. Spps    20. tw

Syntactic: "knowledge of words and language" - deals with grammar structure and syntax of the English language

"When readers encounter an unknown, they may use syntactic cues to approximate the type of word needed to make meaning"

Sam's dog Spot was ____ huge dog. Spot always _____ and jumped at people. _____ was just being playful, _____ he scared most people.

Semantic: "knowledge of the world and life experiences" - semantic knowledge comes from our experiences; deals with our schema and pre-existing knowledge

"ll chldrn, xcept n, grw p. thy sn kn tht thy wll grw p, nd th wy Wndy knw ws ths. n dy whn sh ws tw yrs ld sh ws plyng n a grdn, nd sh plkckd nthr flwr nd rn wth t t hr mthr. I spps sh mst hv lkd rthr dlghtfl, fr Mrs. Drlng pt hr hnd t hr hrt nd crd, "h, why cn't y rmn lk ths fr vr!" ths ws ll tht pssd btwn thm n th sbjct, bt hncfrth, Wndy knw tht sh mst grw p..."

[kyrahnagy]

The child selects the text to read (too hard, too easy, just right).

Sometimes the adult reads a few lines, and then the child takes over reading. The reading is recorded. **Miscue analysis is NOT done while the child is reading.

The adult’s job is to watch and listen.

There are TWO retells at...

[haleyelizabeth218]

Liberated by Miscues (Goodman)

Intro

Pete reads not for meaning, but to say all of the sounds

Teachers select meaningful books and use strategies that focus on maintaining meaning, not saying all right words

Using Miscue Analysis

Provide one tape for each child, record throughout year oral readings, conferences, and informal/formal miscue analyses 

Informal miscue analysis:Have students pick book they are comfortable reading and spread around room for quiet reading; students are then called one at a time to read for teacher (10 mins minimum); after 10 mins students are asked for a retelling; then discuss responses and connections with student; notes are taken and books they read from are photocopied at end of day

Formal miscue analysis: based off of informal, teacher chooses reading (must be interesting to student, but unfamiliar); paper copies allow teacher to mark as student reads; after, teacher listens to tapes and miscues and codes miscues

Our Teaching Transformed by Miscue Analysis

Miscue analysis provides more specific information about a student's reading, a different understanding about the strategies students use to read, allows for more informed instructional decisions

Changing Our Day

Students need large blocks of time to read and talk about reading

Doesn't necessarily mean silent reading, involves talking with classmates

Reading Conferences

Several minutes of uninterrupted reading followed by discussion of student's reading, text, and connections to reader

Informal miscue analysis

Can suggest strategies right away for specific miscues

Basis for individualized instruction

Lessons From Children

Allows children to be aware of their own miscues

Focus on meaning

"By listening to children read orally, we gain insights into their process, what they do, what they know, and what they are attempting."

[haleyelizabeth218]

Ch. 4 (Miller) and the Iditerod!

Let me start by saying, I too was fascinated by the Iditerod as a child and participated in an inquiry project while I was homeschooled. Talk about a curriculum personalized just for me! 

The article by Crafton reminded me so much of the paper strip we wrote on in class last week. On my strip, I wrote: "I want children to... understand that learning to read and write can give them the power to change the world around them. When Marcia's students read an article about breeders killing the weakest huskies, she doesn't tell them what to do. She ASKS them what they should do. From this simple question, she is telling her students that they have the power here, that they are valuable and smart enough to make a decision and take action. For my students, I want them to know that their opinions, ideas, and voices all matter, not just in our classroom or our school community, but in our society at large. I think that teaching your students that they matter is one of the most important things I can ever do; it is something that is fostered in the little things, every day.

Deb Miller mentioned using precise language (pg. 136 - online version) and how it is a great way to model the language we want them to use. Providing students with the words and language to explain what they are thinking will benefit everyone in the classroom. Not only that, but by using sophisticated language, we are accessing that zone of proximal development andddd treating our students like valuable learners, not toddlers.

There was a quote by Miller (somewhere in the beginning of the chapter) in which she talked about how the best way for students to learn to read and write... is to read and write! Simultaneously I was thinking DUH and AMEN. What good does it do a student if I stand in front of the classroom and talk about writing for 30 minutes... while they sit at their desks... playing with erasers and scraps of paper... unengaged? They need to be immersed in the medium in order to make meaningful connections and to work through their understandings of how reading and writing works.

[haleyelizabeth218]

It's a smiley face! (Because writing workshops make everyone happy)

Let me begin by saying I love writing workshops. The fact that I, as a teacher, am only teaching explicitly for a short period of time is great. I believe that students should spend most of their day doing, not just listening to me talk at them. It is important to create a space in which students have the freedom to create and the safety to take risks with writing.

I think a really important part of the writing workshop is allowing students to conference with each other. Seen in Samway's article Writing Workshop with Children Acquiring English, students can use each other during the writing process. In the article, a student named Mary helped two of her classmates with their writing. The great thing about students who are at different places in their writing development is that they are able to assist other students. Providing an opportunity for students to take on the role as a teacher allows them to work through their own understanding of the writing process and explain to their peers in terms that they will understand. 

CHOICE CHOICE CHOICE. That's a biggie. I think one of the MOST important parts of a meaningful writing workshop is to allow students to decide what they are going to write, how they are going to write it, and how long it will be. According to Fletcher and Portalupi, in order for the workshop to be successful, "your kids have to feel that, in the most fundamental sense, the writing workshop belongs to them" (24). If students can choose what they write about, they will learn to love writing.

[kyrahnagy]

"A mini-lesson is not for kids to understand the story you’re reading to them, a mini-lesson—a strategic mini-lesson especially—is meant for kids to walk away with a strategy they can use."

Kortney Sherbine (via kyrahnagy)

[cat5262]

READING BEHAVIORS YO

[ksherbz-blog]

“If we mean it when we say we want children to become lifelong readers, if we mean it when we say we want children to actively engage in text for a variety of purposes and for increasingly long periods of time, we can’t teach them to make book selections based on words alone.” (Miller, pp. 52-59)

[erinmarieyevins]

[haleyelizabeth218]

3-yr. old reads Litany by Billy Collins

[sarahmassung-deactivated2016032]

Writing Notebook Idea

[itris22]

writer’s notebook idea

[haleyelizabeth218]

[erinmarieyevins]

[haleyelizabeth218]

Writer's Notebook Sample

[erinmarieyevins]

Meerkat Mail Essential Questions

1. What is the importance of family and community? How is a community formed?   2. How do people differ from one another? What do those differences mean? 3. What can you learn about yourself by learning about others?